The purpose of this study was to investigate the specific factors teachers consider when assigning the grades they record on students' report cards. Data were gathered from 943 K-12 teachers from five school districts in a Southeastern state who completed the "Teachers' Grading Practices Survey." Analyses focused on how teachers weigh…

This paper outlines current theories of teacher practice that seek to promote equity from critical perspectives, and contributes to the empirical research on critical mathematics equity practice. Part of a larger study of equity and mathematics teacher practice in an urban public school, this paper reports specifically on the involvement and…

A Special Education Consultant Training Program (SEC-TP) was offered to 14 special and 8 regular education teachers by the Department of Special Education, Anadolu University, Turkey. Half of the participants were working in a counseling and research center and half were working in various elementary schools in Eskisehir, Turkey. The effects of…

This study examined the characteristics and developmental patterns of National/State Teacher of the Year (NSTOY) honorees, through analysis of 196 honorees' responses on "The Great American Success Quotient Test." Results are analyzed in terms of personal characteristics or traits, experiences in chosen field, academic experience,…

Potential influences on the student teaching experience relate to the characteristics of the placement site, the supervision of the student teacher, the requirements of the program, and the abilities of the student teacher. This study of the ecological factors that influence a student teacher's development examined the evolution of student…

This study examined whether increased exploratory field experiences affected the perceptions and evaluations of secondary school student teachers at Indiana State University. Studied were 238 student teachers who were simultaneously undergoing two different professional preparation programs: 154 were in a program requiring only one field…

Student teachers' thoughts about teaching can shape, foster, or impede their growth toward expert pedagogy. This study examined the thoughts about teaching of two groups of student teachers--45 graduate and 63 undergraduate students. The professional coursework of both groups was very similar, with one exception--graduate students had no practica…

Six student teachers who were committed to the tenets of whole language were studied to determine how they manifested their whole language perspectives in light of the enabling and constraining factors they faced in their specific field sites. Results indicated that the six student teachers were forced to alter their teaching behaviors…